프랑스 식민정부의 교육개혁과 북베트남 향촌사회의 대응: 하동(Ha Dong)성 메찌(Me Tri)사 사례 (The Educational Reforms of the French Colonial Government and the Reactions from the Tonkin Rural Society: the case of Mễ Trì village in Hà Đông province)

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초록

This paper tries to understand the reactions of the northern Vietnamese rural society against the French colonial reforms of the local education system during the first half of the 20th century.
As soon as had successfully conquered the Tonkin, one of the most resistible areas in Indochina, the French colonial government had anxiously pushed on the educational transformation in local area as well as in urban area. However, the three times of the French reforms in 1906, in 1917 and in 1924 had demonstrated the inferiority of recruiting the students and establishing the village school that the village people had voluntarily mobilized. This disappointing results had mainly its origin in the institutional inertia such as illegible French language, insufficient teachers, unfamiliar courses of study and expensive tuition.
Being up against the French colonialist's interference, both the village ruling class and the mass of peasants had expressed their antipathy by refusing the teachers who had transformed themselves in a collaborating the French authorities, by holding back of their children and asking them stay at the private school (tu thuc) or home. The village apparatus had also slackened it's efforts to make a loan from the colonial government and left its own village as a no school zone. The resistance, onlooking, neglection of the local people had been the expression of their reluctance and the choice to react against the French colonialism.

영어초록

This paper tries to understand the reactions of the northern Vietnamese rural society against the French colonial reforms of the local education system during the first half of the 20th century.
As soon as had successfully conquered the Tonkin, one of the most resistible areas in Indochina, the French colonial government had anxiously pushed on the educational transformation in local area as well as in urban area. However, the three times of the French reforms in 1906, in 1917 and in 1924 had demonstrated the inferiority of recruiting the students and establishing the village school that the village people had voluntarily mobilized. This disappointing results had mainly its origin in the institutional inertia such as illegible French language, insufficient teachers, unfamiliar courses of study and expensive tuition.
Being up against the French colonialist's interference, both the village ruling class and the mass of peasants had expressed their antipathy by refusing the teachers who had transformed themselves in a collaborating the French authorities, by holding back of their children and asking them stay at the private school (tu thuc) or home. The village apparatus had also slackened it's efforts to make a loan from the colonial government and left its own village as a no school zone. The resistance, onlooking, neglection of the local people had been the expression of their reluctance and the choice to react against the French colonialism.

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